Metacognition: The Key to Increasing Diversity in STEM Disciplines

Saundra Yancy McGuire, Ph.D., Asst. Vice Chancellor Professor of Chemistry Louisiana State University Baton Rouge, LA

Barriers to Minority Student Success



Usually Less Prepared



Few Role Models in Community

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Family Pressures

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Lack of Community of Peers on Campus

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Stereotype Threat

The Barriers CAN Be Overcome… by using appropriate strategies

Dana,

first year physics student

80, 54, 91, 97, 90 (final)

Problem: Memorizing formulas and using www.cramster.com Solution: Solve problems with no external aids and test mastery of concepts

LSU Analytical Chemistry Graduate Student’s Cumulative Exam Record

2004 – 2005 9/04 Failed 10/04 11/04 12/04 1/05 2/05 3/05 4/05 Failed Failed Failed Passed Failed Failed Failed Began work with CAS and the Writing Center in October 2005 2005 – 2006 10/05 Passed 11/05 12/05 1/06 2/06 3/06 4/06 5/06 Failed Passed best in group Passed Passed Failed Passed last one!

N/A

Dr. Algernon Kelley, December 2009

From a Xavier University student to Dr. Kelley in Fall 2011

Oct. 17, 2011 Hello Dr. Kelley. … I am struggling at Xavier and I REALLY want to succeed, but everything I've tried seems to end with a "decent" grade. I’m not the type of person that settles for decent. What you preached during the time you were in Dr. Privett's class last week is still ringing in my head. I really want to know how you were able to do really well even despite your circumstances growing up. my true potential while here at Xavier. as you’re available so I can learn how to get a handle grades and classes?

I was hoping you could mentor me and guide me down the path that will help me realize Honestly I want to do what you did, but I seriously can't find a way how to. Can I please set up a meeting with you as soon Oct. 24, 2011 Hey Dr. Kelley, I made an 84 on my chemistry exam (compared to the 56 on my first one) using your method for 2 days (without prior intense studying). you about the test.

Thanks for pointing me in the right direction. I’ll come by your office Friday and talk to Nov 3, 2011 Hey Dr. Kelley! I have increased my Bio exam grade from a 76% to a 91.5% using your system. at Xavier. Ever since I started your study cycle program, my grades have significantly improved. I have honestly gained a sense of hope and confidence here My family and I are really grateful that you have taken time to get me back on track.

LA-STEM

R

ESEARCH

S

CHOLARS

P

ROGRAM

Louisiana State University 213 Hatcher Hall

Office of Strategic Initiatives

M

ISSION

& V

ISION

To increase diversity in STEM areas at the undergraduate and graduate levels To provide a supportive and motivating environment for students which promotes academic success through mentoring, education, and research

Success through…..

Mentoring Education

  LA-STEM Research Scholars:  Receive preparation for research as freshmen  Begin working in a research lab by their sophomore year Choose a research mentor to offer guidance and support  Participate in summer research programs nationwide and internationally Have the option to select a major research project and write a senior thesis

Research

LA-STEM SCHOLARS

60 50 40 30 20 10 0

Percentage of total Scholars Served by Ethnicity &Gender: 2003-2011

Females Males

All Male Female Black S IX -Y EAR G RADUATION R ATES IN STEM *LA-STEM Research Scholars Program 92.3% 96.0% 90.2% 92.3% Highly Selective Institutions

49.6% 50.0% 46.7% 33.0%

Louisiana State University

34.4% 38.4% 29.0% 26.7%

Selective Institutions

37.6% 39.2% 34.6% 24.6%

Moderately Selective Institutions

28.0% 28.5% 27.2% 12.5%

Success through…..

Mentoring Education Scholars receive tools for success in undergraduate & graduate school:



Differences between high school and college



Refined problem-solving skills



Time management and organization



Enhanced interdisciplinary learning



Professional skills



Metacognitive abilities



Writing skills



Presentation skills



Graduate school preparation Research

Metacognition

The ability to:



think about thinking



be consciously aware of oneself as a problem solver



monitor and control one’s mental processing (e.g. “Am I understanding this material?”)

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accurately judge one’s level of learning

Effective Metacognitive Strategies

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Always ask why, how, and what if

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Use SQ5R for reading assignments

  (survey, question, read, recite, review, wRite, reflect)

Test understanding by giving “mini lectures” on concepts Move higher on Bloom’s taxonomy



Always solve problems without looking at an example or the solution

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Use the Study Cycle with Intense Study Sessions

Bloom’s Taxonomy

Anderson & Krathwohl, 2001

http://projects.coe.uga.edu/epltt/index.php?title=Bloom's_Taxonomy

Bloom’s Taxonomy

Making judgments based on criteria and standards through checking and critiquing.

Carrying out or using a procedure through executing, or implementing.

Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above.

Creating Evaluating Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Analyzing Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure .

Applying Understanding Remembering Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

http://www.odu.edu/educ/llschult/blooms_taxonomy.htm



At what level of Bloom’s did you have to operate to make A’s or B’s in high school?

1.

2.

3.

4.

5.

6.

Knowledge Comprehension Application Analysis Synthesis Evaluation

21% 35% 25% 13% 4 3% 3% 5 6 1 2 3

At what level of Bloom’s do you think you’ll need to be to make an A in Chem 1201?

1.

2.

3.

4.

5.

6.

Knowledge Comprehension Application Analysis Synthesis Evaluation

7% 6% 14% 35% 23% 15% 1 2 3 4 5 6

Knowledge of Research on Metacognition and Mindset Greatly Increases Minority Student Success

•

They are less likely to have been cognitively challenged in high school

•

They are less likely to be encouraged to persist in their pursuit of a degree

•

They are more likely to fall victim to stereotype threat

•

They are more likely to experience the impact of a paradigm shift

Gabriel, Kathleen F. (2008) Teaching Unprepared Students. Sterling, VA: Stylus Publishing

Effective Strategies for Teaching Unprepared Students*

 Establish high expectations  Emphasize Consistent Contact  Determine Students’ Learning Styles  Define Student Success  Clarify Student Responsibility  Establish a Learning Community of Scholars  Meet Students Where They Are  Interweave Assessment and Teaching *Kathleen Gabriel, Stylus Publishing, 2008

We can significantly increase minority student success

 We must help students overcome stereotype threat  We must introduce them to successful students who can serve as role models  We must teach students the learning process and specific strategies  We must not judge student potential on initial performance  We must encourage students to persist in the face of initial failure

Useful Websites

 www.cas.lsu.edu

 www.howtostudy.org



www.vark-learn.com

 www.drearlbloch.com

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Searches on www.google.com

Additional References

       Bruer, John T. , 2000.

Schools For Thought: A Science of Learning in the Classroom. MIT Press.

Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000.

How people learn: Brain, Mind, Experience, and School.

Washington, DC: National Academy Press.

Cromley, Jennifer, 2000.

Learning to Think, Learning to Learn: What the Science of Thinking and Learning Has to Offer Adult Education

. Washington, DC: National Institute for Literacy.

Ellis, David, 2006.

Becoming a Master Student*.

New York: Houghton Mifflin.

McGuire, Saundra, 2004. Teaching Your Students HOW to Learn Chemistry. In D. Bunce and C. Muzzi (Eds.),

Survival Handbook for the New Chemistry Instructor

. Upper Saddle River, NJ: Pearson Prentice Hall.

Nilson, Linda, 2004.

Teaching at It’s Best: A Research-Based Resource for College Instructors.

Bolton, MA: Anker Publishing Company.

Pierce, William, 2004. Metacognition: Study Strategies, Monitoring, and Motivation.

http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm

*Excellent student reference